| Preface | |
| Acknowledgments | |
| Introduction: Thinking About Dance Education | |
| Why-Understanding Dance as Arts Education | |
| Viewing Educational Dance From an Arts Education Perspective | |
| What Is an Arts Education Perspective? | |
| What Are the Defining Characteristics of Educational Dance? | |
| What Drives an Arts Education Perspective? | |
| Examining How National Arts Initiatives Affect Dance | |
| National Dance Content and Achievement Standards | |
| The "Nation's Report Card" in Dance | |
| Other Initiatives That Affect Dance Education | |
| Need for Arts Alliances | |
| Advocacy | |
| Adopting Your Roles and Responsibilities for Teaching | |
| Why Become a Dance Specialist? | |
| Examining K-12 Teaching Roles and Responsibilities | |
| Preparing to Teach Dance as Art in K-12 | |
| Emphasizing Aspects of Student-Centered Learning | |
| Taking a Child-Centered Perspective | |
| Kinesthetic-Motor Development (Moving and Learning) | |
| Aesthetic-Artistic Development | |
| Cognitive-Intellectual Development (Thinking, Perceiving, and Processing) | |
| Psychological-Social Development (Feeling and Interacting) | |
| Teaching the Whole Child | |
| Identifying the Cornerstones of Dance as Art in Education | |
| Four Cornerstones | |
| Pivotal Role of Inquiry | |
| Overview of the Dance Cornerstone Curriculum Framework | |
| How the Cornerstones Lay the Foundation for Accountability | |
| What-Clarifying the Content of K-12 Educational Dance (The Cornerstones) | |
| Dancing and Performing: Cornerstone 1 | |
| Relation to National Standards and Beyond | |
| Overview of This Cornerstone | |
| Artful Use of the Dance Elements | |
| Vocabulary Systems Used in Dance | |
| Dance Technique and Skill Development | |
| Dance Cornerstone Curriculum (DCC) Framework | |
| Creating and Composing: Cornerstone 2 | |
| Relation to National Standards and Beyond | |
| Overview of This Cornerstone | |
| Creative Process and Products | |
| Creative Dance for Children | |
| Choreography | |
| Dance Cornerstone Curriculum (DCC) Framework | |
| Knowing History, Culture, and Context: Cornerstone 3 | |
| Relation to National Standards and Beyond | |
| Overview of This Cornerstone | |
| Dance Across Cultures: Cultural Diversity | |
| Dance Through Time: Dance History | |
| Preservation and Documentation | |
| Dance Cornerstone Curriculum (DCC) Framework | |
| Analyzing and Critiquing: Cornerstone 4 | |
| Relation to National Standards and Beyond | |
| Overview of This Cornerstone | |
| Aesthetic Valuing | |
| Critical Thinking and Processing | |
| Dance Criticism | |
| Dance Cornerstone Curriculum (DCC) Framework | |
| How-Presenting Dance as Art in Education | |
| Constructing Artistic Bridges to Other Disciplines | |
| Relation to National Standards and Beyond | |
| Dance's Role Across the Curriculum | |
| Different Models for Integrating the Arts in Education | |
| Teaching Other Academics Through Dance | |
| Collaborating Across the Arts | |
| Creating and Maintaining an Effective Arts Learning Environment | |
| Creating a Positive Arts Environment | |
| Managing Arts Instruction: The Precursor to Artistic Expression | |
| Scheduling | |
| About Facilities | |
| Survive and Thrive | |
| Investigating the Arts Savvy Curriculum, Instruction, and Assessment Triad | |
| Curriculum Content | |
| Instruction | |
| Assessment | |
| Integrating the Triad | |
| Integrating the Cornerstones to Create Units of Study in Dance | |
| Relating the Cornerstones | |
| Teaching by Integrating the Cornerstones | |
| Using the Eight-Step Plan to Maximize Artistic Results | |
| Varying an Eight-Step Lesson | |
| Creating a Unit of Study Using an Arts Education Perspective | |
| Creating an Integrated Unit of Study | |
| Sample Unit: Examining a Work by David Parsons | |
| Building Your Own Unit of Study Around a Choreographic Work | |
| Building Your Own Unit of Study Around a Style | |
| Reflecting on Teaching | |
| Ethical Dimension of Teaching | |
| Relational Teaching | |
| School Renewal | |
| Reflective Practitioner | |
| Developing an Arts-Oriented Teaching Portfolio | |
| Preparing a Perspectives Notebook | |
| Preparing Your Professional Teaching Portfolio | |
| Closing Statement | |
| Reference Lists of Concepts | |
| Forms, Checklists, Sample Items, and Articles | |
| Professional Organizations and National Initiatives | |
| Glossary | |
| References | |
| Index | |
| About the Author | |
| Table of Contents provided by Publisher. All Rights Reserved. |
